Analysis of Teaching Practices During the COVID-19 Pandemic: Teachers’ Goals and Activities in Virtual Classrooms

Abstract

To research teachers’ priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices (reproductive vs. constructive), and the agreement between the teacher’s goals and their teaching We obtained 272 activities that we analyzed according to the proposed goals, the types of learning worked (verbal, procedural, and attitudinal), and the kind of teaching promoted (content or student-centered). Results showed that most teachers proposed content-centered activities, oriented above all to verbal learning. There were clear differences between the proposed goals, partly student-centered, and what was really taught, essentially content-centered. We obtained two teaching profiles, one reproductive and the other constructive.

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

“…Further, due to the flaws of the educational platform, students’ interaction with the teacher, peers, and the content did not lead to the construction of a good learning atmosphere to improve students’ participation in classes ( Sun et al, 2022 ). The instruction was mostly teacher-fronted and content-centered planned, directed, and delivered by the teacher without prioritizing attitudinal goals in the designed activities ( Echeverría et al, 2022 ).…”

Do teachers believe that video games can improve learning?

“…This fact could explain the discrepancies between the positive conceptions towards VG use and its lack of use. Several studies have shown that teachers when using digital resources manifest practices content centered ( Brun and Hinostroza, 2014 ; Mailizar and Fan, 2020 ; Pozo et al., 2021 ; Sigalés et al., 2008 ), even when they point out the opportunities of student-centered teaching ( Kaymakamoglu, 2018 ; Pérez Echeverría et al., 2022 ). This fact seems to be reflected in the lack of VG use since, by their own characteristics, are not resources that allow this centered-content teaching but require the active uses of the student from which to reflect on the events and consequences of the actions that are carried out with them.…”

“…Therefore, despite positive beliefs about VG of this study we think that to convert the favorable disposition of the teacher towards VG into effective practices, it is necessary to promote training with these resources. From our position, this training should be oriented not only to improve the teachers' competencies when using VG, seeking the understanding and integration of the pragmatic and epistemic elements that underlie practices with these resources, but also should be oriented to help teachers to rethink their role in teaching ( Pérez Echeverría et al., 2022 ; Pozo et al., 2021 ; Sánchez-Cruzado et al., 2021 ). In this sense, the need to promote uses with the VG that are oriented to student-centered activities is essential in today's society.…”

“…We neither consider the role of teachers' beliefs in the teaching learning process as modulators of their beliefs about the effectiveness of VG. However, the use or nonuse of VG in the classroom may be also mediated by teachers' beliefs about how learning is best promoted ( Fives and Gill, 2015 ; Pérez Echeverría et al., 2022 ; Pozo et al., 2006 ). Alqurashi and Williams (2019) found that these conceptions predicted the positions taken by teachers regarding the educational use of VG.…”

¿ayudan Las Tic a Una Enseñanza Más Centrada en El Estudiante en Las Materias Stem?

“…Estas diferentes maneras de entender el papel de las TIC en educación se relacionan con la forma de concebir los procesos de enseñanza y aprendizaje (Ananiadou y Claro, 2009;Pozo, 2020b;Pérez Echeverría et al, 2022;Ertmer et al, 2015;OECD, 2019). Desde los enfoques más tradicionales (centrados en el contenido o en el profesor), dirigidos a la enseñanza del contenido, con un énfasis en procesos asociacionistas y reproductivos, los usos educativos de las TIC suelen relacionarse con la manipulación de la información, especialmente con la facilitación de su acceso y con la comunicación y suelen ser propuestas y controladas por los profesores.…”